Investigation On The Present Situation Of Middle School Teachers' Pressional Knowledge Mastery And Application

With the further development of basic education reformation.Our state attaches increasing importance to the quality of basic education.Middle school teachers,as the main implementors of basic education,their professional concept,teachers' ethics,professional knowledge and professional ability play an important role in the quality of secondary education.Among them,the importance of teachers' professional knowledge as one of the "lifelines" of education quality is self-evident.In 2012,China's "professional standards for middle school teachers(trial)"(hereinafter referred to as "professional standards")was officially promulgated,providing basic standards for the implementation of middle school education and teaching."Professional standards",as a basic guideline to guide the professional development of middle school teachers,also provides an important basis for the training,admission,training and assessment of middle school teachers.This study will be the integration of the professional standard of professional knowledge and scholars both at home and abroad for the investigation of present mastery and application situation of middle school teachers' professional knowledge as the basis,adopt the method of random sampling of 120 teachers in 3 middle school in Kunming,a questionnaire about the state of your professional knowledge,and using the statistical software SPSS and variance analysis about the present situation of middle school teachers' professional knowledge mastery and application.Through investigation and study to analyze the current situation of middle school teachers' professional knowledge and are as follows:firstly,the knowledge of teachers in education exist involving education psychology,students' thinking and innovation ability,group culture characteristics and behaviors of knowledge mild reserve is insufficient,and failed to give full play to the present situation of the static knowledge applied to practical problems;Secondly,in the aspect of subject knowledge,teachers of arts and science have the problems of insufficient accumulation and reserve of interdisciplinary knowledge,weak consciousness of interdisciplinary knowledge and independent learning construction,and insufficient reserve of educational knowledge related to practice.Thirdly,in the aspect of subject teaching knowledge,teachers have insufficient reserves of knowledge related to the development of subject curriculum and school-based curriculum resources,lack of knowledge and weak consciousness of teachers themselves and leading students to carry out research learning.Fourthly,in the aspect of general knowledge,teachers have the problems of narrow scope of knowledge,unscientific,unequal knowledge reserve and application,and weak consciousness of independent application.The application of middle school teachers' professional knowledge can be divided into three dimensions:the current situation and analysis before the application,the current situation and analysis in the application,and the current situation and analysis after the application.The current situation before the application of teachers'professional knowledge starts from two aspects:the balance of knowledge structure and the proactive tendency of teachers' professional knowledge learning.The knowledge structure is single and the reserve and output are unbalanced.Lack of guidance on the combination of theory and practice,students' learning initiative tends to be positive,but the internal motivation of learning is too limited to personal interests,the overall situation is not strong.The current situation of the application of professional knowledge is carried out from four aspects:teachers' understanding of students' specific situation,training methods and research learning situation,teachers'response and disposal of relevant teaching situations and teachers' detection of students' learning situation.It is found that in the application of teachers' professional knowledge,there are a few teachers who ignore the understanding of students'specific conditions.Although they can fully respect students and take students as the core in the training of students,they focus more on the transfer and receiving of single theoretical knowledge,and teachers have weak awareness of research learning and practice.Teachers can deal with relevant teaching situations in a rational,positive and responsible manner,but most teachers have a single knowledge structure,which leads to their weak ability to apply interdisciplinary knowledge.The teacher's detection and feedback methods for students' learning results are relatively single.After the application of professional knowledge,teachers' teaching reflection is more active.Middle school teachers' professional knowledge mastery and application of variance analysis is as follows:first,different levels of school teachers on the professional knowledge and application of the results as follows:the teachers in the education knowledge and general knowledge and application of score had no significant differences,in the knowledge of the subject knowledge and subject teaching and application,the key school teachers score significantly higher than that of ordinary schools.Second,different degree of middle school teachers in professional knowledge and application of the results as follows:different degree of middle school teachers on the mastery of the knowledge education and application there is no significant difference,in the subject knowledge and subject teaching knowledge and general knowledge and application,the graduate education of teachers in the subject teaching knowledge and general knowledge,discipline knowledge was significantly superior to the control and application undergraduate course education teachers.Third,different titles of middle school teachers in professional knowledge and application of the results as follows:the teachers in the education of knowledge of different title and subject knowledge and the application on the difference is not obvious,in the subject teaching knowledge and significant difference on general knowledge application,further than that two senior teacher of subject teaching knowledge and general knowledge of applications than any other title teacher,other teachers of the differences are in accordance with the level of high and low and so onBased on the analysis of the current situation and differences of professional knowledge acquisition and application,this paper firstly finds out the deficiencies in the five aspects of national policy,teacher training program and curriculum setting,teacher professional title assessment method,teacher salary and treatment,and teacher on-the-job training mechanism,and analyzes the causes.Secondly,the reasons of school level are analyzed around the training content and form,professional index system,professional assessment and evaluation,learning channels,competition and incentive guarantee mechanism,psychological counseling and humanistic care.At last,the reason analysis is carried out on the level of teachers' theory and practice fusion application ability,professional independent development consciousness,professional knowledge integration and renewal ability,teachers' learning ability,teachers' psychological adjustment ability,teaching reflection consciousness,and educational research consciousnessThen find out the countermeasures and Suggestions at all levels.The national level includes:firstly,the formulation and improvement of relevant national policies;Secondly,the improvement of teacher training program and curriculum;Thirdly,the improvement of teacher professional title evaluation;Fourthly,the improvement of teachers' salary;Fifthly,the perfection of the in-service training mechanism of teachers.The school level includes:first,the change of training content and form;Second,the establishment of professional index system;Third,the establishment of professional knowledge evaluation system and comprehensive performance management;Fourth,the establishment of multi-channel training and learning platform;Fifth,establish and perfect the competition and incentive guarantee mechanism of teachers;Sixth,to establish and improve the mechanism of psychological education;Seventh,enhance the humanistic care for teachers.Teachers themselves include:first,constantly consolidate theoretical knowledge and fully integrate theory with practice;Second,continuously strengthen the consciousness of independent professional development;Third,pay attention to education dynamic integration and update their own professional knowledge in real time;Fourthly,to find out the correct position and make continuous psychological adjustment;Fifth,multi-channel accumulation of learning to improve learning ability;Sixth,strengthen the reflective consciousness of teaching and make the reflective tacit knowledge explicit.Seventh,strengthen education research consciousness,strengthen education research.